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Research in Post-Compulsory Education Volume 15, 2010 - Issue 4
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Original Articles

Robbing Peter to pay Paul: the price of standards‐driven education

Ewan Ingleby School of Social Sciences and Law, Teesside University, Middlesbrough, UKCorrespondence[email protected]
Pages 427-440 | Received 11 Jan 2010, Accepted 05 May 2010, Published online: 13 Dec 2010

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Nichola Kentzer, Paul Bracey & Cristina Devecchi. (2019) Using activity theory and Q methodology to examine the experiences of in-service trainee teachers in the English further education sector. Research in Post-Compulsory Education 24:4, pages 439-461.
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Mark Betteney, Jane Barnard & Andrew Lambirth. (2018) Mentor, colleague, co-learner and judge: using Bourdieu to evaluate the motivations of mentors of Newly Qualified Teachers. European Journal of Teacher Education 41:4, pages 433-447.
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Ewan Ingleby. (2014) Selected student and tutor perceptions of ICTs in further and higher education in England. Journal of Further and Higher Education 38:3, pages 287-304.
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Ewan Ingleby. (2014) Developing reflective practice or judging teaching performance? The implications for mentor training. Research in Post-Compulsory Education 19:1, pages 18-32.
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Ewan Ingleby. (2013) Teaching policy and practice: early years, neoliberalism and communities of practice. Contemporary Social Science 8:2, pages 120-129.
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Ewan Ingleby. (2012) ‘How can you survive in the world if you can’t use a computer?’ Exploring the vocational education and training needs of early years practitioners in England. Journal of Vocational Education & Training 64:4, pages 475-490.
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Ewan Ingleby & Clive Hedges. (2012) Exploring the continuing professional development needs of pedagogical practitioners in early years in England. Professional Development in Education 38:4, pages 533-549.
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Ewan Ingleby & Jonathan Tummons. (2012) Repositioning professionalism: teachers, mentors, policy and praxis. Research in Post-Compulsory Education 17:2, pages 163-178.
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Ewan Ingleby. (2011) Asclepius or Hippocrates? Differing interpretations of post‐compulsory initial teacher training mentoring. Journal of Vocational Education & Training 63:1, pages 15-25.
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Articles from other publishers (2)

Ewan InglebyEwan Ingleby. 2021. Neoliberalism Across Education. Neoliberalism Across Education 73 90 .
Vicky Duckworth & Bronwen Maxwell. (2015) Extending the mentor role in initial teacher education: embracing social justice. International Journal of Mentoring and Coaching in Education 4:1, pages 4-20.
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